MINUTES
Special Math Department Meeting
May 1, 2001
Topic: Transition from MTH 090 to MTH 096
Present: Will Doty, Dan Gardner, Gary Grohs, Nick Mavros, Cathy Moushon,
Annabelle Rhoades, Art Rusiana, Elizabeth Schuster, Les Szewczyk,
Pat Szewczyk, Harry Teichert, Mary Ann Tuerk, Alexa Varner
Annabelle made some introductory comments, saying that the 090 teachers
have been considering changing textbooks from a pure arithmetic text to a
pre-algebra text, and that we also need to discuss how well 090 students
do in 096.
Will said that as he teaches 090, the course is purely arithmetic until the last
two weeks, at which time signed numbers are introduced and also the concept
of a variable. However, these algebra topics are considered a "bonus", and
learning them is not essential to getting a good grade in the course. He said
that he likes the new proposed textbook because it has an integrated approach
to algebra topics, making variables and signed numbers part of the course
from the beginning. A main purpose of the course, he said, is to increase
the self-confidence, as well as the skills, of students who, as a rule, have
high math anxiety. Calculators are not allowed on homework or exams.
Nick said that he was concerned by his encounter with students who had no
skill in operating with signed numbers, and yet had received an A in 090.
Cathy said that of 16 students tracked from 090 to 096, 14 had received
an A in 090, but only two received as high as a C in 096. There was a
general concern on the part of the math faculty that grades should represent
mastery of skills.
Annabelle explained that MTH 085 deals with whole number arithmetic and
MTH 090 deals with decimals, fractions and percents, but not with signed
numbers. She said that she was told years ago that algebra was to be left
to the math department and was not intended for 090.
Art said that in his mind the purpose of MTH 090 is to teach the skills of
arithmetic, and that this is extremely important for future success not only
in future courses, but for everyday life.
Dan said that virtually all students in 090 go on to either 096 or MTH 107.
In both cases, they will need to know about signed numbers.
It was agreed that the clientele for 090 has changed since the implementation
of mandatory COMPASS testing: many who previously would have taken
096 now are placed in 090, aiming to go on to 096 the following semester.
Les and Cathy proposed a possible change in the prerequisite for MTH 096.
Currently, the prerequisite is "C or better in MTH 090, or an appropriate
placement score on the COMPASS exam". Change this to "C or better in
MTH 090 and an appropriate score on a MTH 090 exit exam; or, an
appropriate score on the COMPASS exam". A prerequisite change
would have to go through the curriculum committee and be contingent
upon an appropriate exit exam.
There was a consensus that this idea was worth pursuing. Annabelle
said that during the coming year, the 090 teachers would pilot the use
of the new pre-algebra text, using an exit exam, agreed on by all math
math faculty, that would test for pre-algebra/algebra skills.
ANABELLE'S NOTES:
Math Meeting - 5/1/01
Mth090 faculty will pilot new pre-algebra text and exit exam in
Fall/Spring 2001/2002 in all sections of the course.
All Math faculty will collaborate on the exit exam.
Math096 faculty will consider pre-req change to say "C or better in
Mth090 and appropriate score on exit exam, or appropriate score on
placement test." I will see those students who pass one piece, but not
the other. Students who pass neither one should see a counselor about
the possibility of Mth107 instead of 096, or stopping out of math.
Mth090 will still emphasize mastery of arithmetic concepts of
fractions, decimals, and percents. Less time will be spent on decimals
and percents than in the past. The course will begin to integrate
properties and order of operations of signed numbers into the mastery
of arithmetic. It will introduce the concepts of variables and
evaluation of expressions.
The philosophical focus of the class is to reduce math anxiety, test
anxiety, encourage students to believe they can be successful at math,
and reward them for what they learn and can demonstrate, without
punishing them for what they cannot. Mathematical terminology is
taught and used, so that students can become comfortable with the
"language of math" and are prepared for this when faculty use the
terminology in higher level classes.